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Chemistry Focus Activities

Chemistry Focus Activities. Periodic Table 8 th Grade. The focus activities in this presentation are intended to provide students opportunities to:  interpret and analyze graphs  explain their reasoning when choosing an answer in multiple choice questions.

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Chemistry Focus Activities

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  1. Chemistry Focus Activities Periodic Table 8th Grade The focus activities in this presentation are intended to provide students opportunities to:  interpret and analyze graphs  explain their reasoning when choosing an answer in multiple choice questions.

  2. Teacher Instructions • Choose from the focus activities provided and use as needed. Examples: • Segment the graphs and questions and use them individually or in pairs for warm-ups and exit tickets. • Incorporate the items as a group or individually into intervention strategies. • Methodically work through answers with students in support of building test taking/processing skills and assessing their logic (metacognition). • Follow-up questions could be used as prompts for journal entries. • Provide students opportunities to discuss their answers with their peers. • Round Robin (write/share/add-on/pass) • Rally Table (write/share/revise) • Quiz-Quiz-Trade • Numbered Heads Together (write/share/discuss/consolidate/represent) • A-B Pair Share • Shoulder Partner (think/pair/share) • Stand Up/Hand Up/Pair Up • Provide the STAAR Grade 8 Science Reference Materials (Formulas and Periodic Table of the Elements) as an anchor of support.

  3. Periodic Table (8.5B-C, 6.5A & C) • 8.5: Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to: 8.5B: identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity. RC1 8.5C: interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements. RC1 • Review 6.5A: know that an element is a pure substance represented by chemical symbols. 6.5C: differentiate between elements and compounds on the most basic level. RC1 • Skills TEKS: 8.2D & E, 8.3A-C

  4. Interpreting Graphs Focus Activities

  5. Part I: Components of a Graph 1. What type of graph is represented?2. Label the x-axis with an “X” and the y-axis with a “Y”.3. What information is provided on the x-axis?4. What information is provided on the y-axis?5. Which axis represents the independent variable? What was the independent variable for this experiment?6. Which axis represents the dependent variable? What was the dependent variable for this experiment?7. What trends do you notice on the graph?8. Create a table from the information in the graph.

  6. Part II: Analyzing the Graph 1. What 2 chemicals make up the same weight as the total nitrogen produced? 2. Which chemicals are made in quantities between those of sodium hydroxide and oxygen? 3. How many pounds of nitrogen, ammonia, and chlorine are produced in a year? 4. Of the chemicals listed, what are the top 3 produced each year?

  7. Follow Up Discussion Questions • Complete the following table using the Yearly Chemical Production graph.

  8. Part I: Components of a Graph 1. What type of graph is represented?2. Label the x-axis with an “X” and the y-axis with a “Y”.3. What information is provided on the x-axis?4. What information is provided on the y-axis?5. Which axis represents the independent variable? What was the independent variable for this experiment?6. Which axis represents the dependent variable? What was the dependent variable for this experiment?7. What trends do you notice on the graph?

  9. Part II: Analyzing the Graph 1. What relationship do you notice between the boiling point and the element’s position on the Periodic Table?2. What relationship do you notice between the melting point and the element’s position on the Periodic Table?3. What trend do you notice about Group 1 elements’ physical properties?4. How much greater is the boiling temperatures of sodium (Na) compared to rubidium (Rh)?5. How much would you need to lower the temperature of boiling lithium (Li) to form solid lithium (Li)?6. What is the average boiling temperature for group 1 elements?

  10. Part I: Components of a Graph 1. What type of graph is represented?2. In this type of graph, what must the total sum of all the sections be?3. What trends do you notice on the graph?4. Create a table from the information in the graph.5. Create a bar graph from the information in the graph.

  11. Part II: Analyzing the Graph 1. What percentage of silicon is in the Earth’s curst? 2. Which element is the most common element in the Earth’s crust? 3. Is sodium the least common element in the Earth’s crust? 4. Is aluminum more common than magnesium in the Earths’ crust? 5. Is it accurate to say that silicon composes about one quarter of the Earth’s crust?

  12. Follow Up Discussion Questions • Use the periodic table and pie chart to complete the table below. 2. Redraw the pie chart dividing it up by group number and not individual elements. 3. Redraw the pie chart dividing it up by metals, non-metals, and metalloids and not individual elements.

  13. Part I: Components of a Graph 1. What type of graph is represented?2. What does the symbol “<“, located in front of Other 1%, mean?3. In this type of graph, what must the total sum of all the sections be?4. What trends do you notice on the graph?5. Create a table from the information in the graph.6. Create a bar graph from the information in the graph.

  14. Part II: Analyzing the Graph 1. What percentage of radiation exposure do medical x-rays provide in everyday life? 2. Which source is the most common cause of radiation exposure? 3. Are natural sources of radiation the smallest threat to human health? 4. Are consumer products more of a radiation risk than nuclear medicine?

  15. Follow Up Discussion Questions • Which source of radiation in the graph is an element? • What is that element’s chemical symbol and atomic number? • How many protons and electrons does the element have? • What is the reactivity of the elements of that group of elements on the Periodic Table?

  16. Justify Your Answer Focus Activities1. Students read the question and select the correct answer. 2. Students write a statement for each answer selection stating why it is correct or incorrect. 3. Students choose the correct answer choice based on their analysis of each answer selection.

  17. Which elements are found in the compound shown to the right?

  18. Follow Up Discussion Questions • Complete the table.

  19. Which of the following is used to identify an element?

  20. Follow Up Discussion Questions • Why are protons used to identify an element? • What is an isotope? • Which of these are isotopes of the same element? How do you know? Key Proton Neutron Electron B A C

  21. An atom’s energy levels are -

  22. Follow Up Discussion Questions • Complete the table. • Draw and label a Bohr model for the element chlorine. Represent the electrons in energy levels. Identify the number of valence electrons.

  23. The reactivity of an atom is determined by -

  24. Follow Up Discussion Questions • How do you find the number of valence electrons of an element? • Use information from the Periodic Table to explain how elements are arranged in groups. • Explain why elements in Group 18 are unreactive. • Elements that are unreactive are called ________.

  25. You are studying a sample of an element. You determine that the element’s atoms have seven valence electrons. Select the statement that best describes the element’s properties.

  26. Follow Up Discussion Questions • Why do you think elements with 7 valence electrons are so reactive? • Why are noble gases not reactive? • In the future, a new element in Group 17 may be synthesized. Use the periodic table to predict its atomic number and properties.

  27. Which of the atomic models represents the least reactive atom?

  28. Follow Up Discussion Questions • An airplane fire-safety system requires gases that do not combine with other elements, especially oxygen. Which group of elements might you use to prevent fires? Explain your answer.

  29. Which pair of elements have the same number of valence electrons and would react similarly?

  30. Follow Up Discussion Questions • In which group are the pair of elements in? • Represent each of the elements in a Bohr model. Label and identify the valence electrons. • Draw and label an atom in which the elements would react. Identify the element and the number of valence electrons of that element.

  31. All of the following statements about Periodic Table groups are true except -

  32. Follow Up Discussion Questions • The number of valence electrons for many elements is related to the number of the ________ the element is in on the Periodic Table. • __________ in a group on the Periodic Table generally have similar ___________. Word Bank: properties, group, elements

  33. Which of the following sequences of elements all have four valence electrons?

  34. Follow Up Discussion Questions • How can you use the Periodic Table to determine which elements have the same number of valence electrons?

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